Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Grampians - Ballarat
Reference: 1517545
Ballarat Specialist School provides high¿quality education for students aged 3 to 18 years with diagnosed intellectual disabilities ranging from mild to profound. We are a dual¿campus K¿12 setting structured around four stages of learning: Early Learning (3¿5 years), Primary School (5¿12 years), Middle School (12¿15 years) and Senior School (15¿18 years).
Our Early Learning to Middle School programs operate from our Gillies Street Campus, while our Senior School is located at our 8.09¿hectare FARM Campus in Norman Street. We currently support approximately 440 students across both sites.
Our Mission and Approach
Our mission, ¿Achieving Personal Success Together,¿ guides everything we do. We are committed to creating a safe, flexible and stimulating learning environment where both students and staff can reach their full potential. Our curriculum is personalised, balanced and designed to celebrate individual achievement.
Teaching and learning at Ballarat Specialist School is grounded in the Victorian Early Years Learning and Development Framework, the Victorian Pathways Certificate, a strong focus on Literacy and Numeracy, and Individual Education Plans for every student. Our pedagogy is evidence¿based and supported by a gradual release of responsibility model. Professional Learning Communities drive curriculum, assessment, inquiry and reflection across the school.
Small Class Sizes and Classroom Support
A key strength of our school is our commitment to small class sizes, ensuring students receive targeted, responsive and meaningful instruction. Each classroom is supported by Education Support (ES) staff allocated according to student need, enabling a high level of individualised attention and consistent support throughout the school day.
This structure allows teachers and ES staff to work closely together to implement personalised learning goals, support communication and engagement, respond to sensory and wellbeing needs, and create safe, predictable and inclusive learning environments.
Integrated Services Team
Our comprehensive Integrated Services Team works across all areas of the school to support students in achieving their academic, functional and personalised goals. The team includes Occupational Therapists, Speech Pathologists, Physiotherapists, Exercise Physiologists, Allied Health Assistants, Mental Health Practitioners, NDIS¿funded practitioners (in collaboration with families) and Registered Nurses.
This multidisciplinary team partners with teachers, ES staff and families to embed therapeutic, communication, health and wellbeing supports into everyday learning. Their work strengthens student engagement, independence and readiness for future pathways.
Pathways and Real¿World Learning
Ballarat Specialist School is committed to preparing students for meaningful, fulfilling futures. Our pathways model provides students with authentic, hands¿on learning experiences that build independence, confidence and employability skills.
Key pathway opportunities include school¿based enterprises such as the Vintage Soul Op Shop and cafés at both campuses, Mini Woolies at Gillies Street, and accredited vocational pathways including Certificate I in Life Skills and Certificate II courses delivered onsite in partnership with local TAFE providers. Industry¿aligned learning areas include Kitchen Operations, Retail, Horticulture, Visual Arts, Sport and Recreation, Music Industry and Work Skills.
These programs support students to explore interests, develop practical skills and transition confidently into post¿school options including supported employment, open employment, community participation and further training.
Individualised Support
Every student has an Individual Education Plan developed through a collaborative Student Support Group involving parents and carers, external agencies, classroom teachers, education assistants and our Integrated Services Team. This ensures each student¿s learning, wellbeing and communication needs are understood and supported.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of Victorian teaching and learning model that responds to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Demonstrated ability to support the implementation of the MTSS Model, to support students with a disability access the curriculum.
Leading Teachers are highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school. Leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may include the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school¿s education program. Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Days Required:
Monday - Friday. 8:30am to 4:30 pm
What Can You Expect From Our School?
Our school has a strong focus on assisting our students to reach their full potential. We are committed to the development of our teachers with professional development programs offered in learning, teaching and leadership.
You will be part of a vital, stimulating and challenging learning environment. The skills you bring to this environment will be accepted and used.
Our school has an excellent School Council and we share a good relationship with our broader school community.
Preparing Your Application:
Your application should persuade us that you are the best person for this position. It does not need to be long but should help us to decide if you would fit easily into our school philosophy and learning and teaching team. Your application should clearly state any history that you have working with children. If you are submitting hardcopies of your application, please provide the school with three copies.
Applicants must respond to the Key Selection Criteria for this position in their application. If you do not address the selection criteria you will not be offered an interview.
You are also requested to name two confidential referees that we can contact for further information regarding your suitability for employment and who can verify your child-safe bona-fides.
Our Selection Process:
After the closing date, our appointments committee will meet and consider the material forwarded by applicants. The committee will short list applicants for interview, interviews will be conducted and referees contacted prior to a decision being made.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.